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Communist-China. the Role of Maoist Ideology in the Education and Socialization of Young People Is Also Discussed

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Communist-China. the Role of Maoist Ideology in the Education and Socialization of Young People Is Also Discussed DOCUMENT RES,UME ED 138 534 SO 010 013 AUTHOR Parker, Franklin TITLE What Can We Learn from the Schools of China? Fastback 89. SPONS AGENCY Phi Delta Kappa Educational Foundation, Bloomington, Ind. PUB DATE 77 NOTE 53p. AVAILABLE IROM Phi Delta Kappa, Eighth and Union, Box 789, Bloomington, Indiana 47401 ($0.75 paperbound, $0.48 each 10-24 copies, $0.45 each.25-99 copies) EDRS PRICE MF-$0.93 HC-$3.50 Plus Postage. DESCRIPTORS *CLinese Culture; Communism; Comparative Analysis; *Comparative Education; Educational Practice; *Educational Trends; EleLentary Secondary Education; Foreign Countries; Higher Education; Non Western Civilization; *Political Socialization; School Role; *Student Attitudes IDENTIFIERS *China; United States ABSTRACT This pamph.i_et describes,,briefly school structure in Communist-China. The role of Maoist ideology in the education and socialization of young people is also discussed. The first four chapters explain the organization of preschools, compulsory elementary schools, noncompulsory secondary schools, and higher education. Educational aims are primarily to train workers for farms and factorieE,, not for universities. Four common characteristics of Chinese and American education are concern for the disadvantaged, shortening the school years, political education, and work and study. Chapter five explores Maoist ideology and the Cultural Revo'ation. During the Cultural Revolution the quality of education and health care was improved, peasants were introduced to crude industrialization, elitism and intellectualism were criticized, and the arts were made pervasively propagandistic. Chapter six considers the reactions of Chinese youth to being forced to work in rural areas and to experiencing pressures of party loyalty when they attend universities. The final two chapters point out tha't the Chinese people are willing to experiment with short trainingPeriods to produce needed manpower, as in the case of "barefoot doctors" who are peasants with minimal basic nedical training. Throughout the pamphlet, comparisons are made to the American educational system, student protests, and mass media. (AV) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. *********************************************************************** ,Fastbick 89 ,t what, Can We Learn from ie Schools of China?_. a Franklin Parker, ibi'jjvcsolotv vvt;s7i0'& TIONAL :* 04)0;0,0 0 FRANKON PARKER and I !ankh?) Porker teaches historyand philosophv of education comparative and internationaleducation at Vvesi Virgiina University of Education (N1or gant own), wherehehas 't.ieen Benedum Professor the Universities of Texas (Austin) since 1968. He previouSly taurTht at and Oklahoma (Norman). He waseducated at Berea College tKen- College tucky), UniNrsity cif Illinois(Urbona)iod G.eorge Peabody for Teachers (Nashville,Te'rinessee I. Vanderhilt l'arkerwrote GeorgeredhodyI Eiogrdphy. University Press, 1971: Afrii antDeelopink,nt and Iduaarion in South Soothero Rlioth..0,i, Ohio StateUnivNsity Press, 1960: Afri6i of (he Sahara, Prentice-Hall,1966: and the f)atth' Of the Kanawha County, Phi DeltaKappa., 1975 Jastba(k rr63). HeIras written on African affairs for majorencyclopedia yearbooks and on education for the AMON( c11 la Entyclowdid Annual. With his wife f3etty he compilesand edits American Di.,o,ertation!, on Foreign Education)bibliography series withabstracts,' nine volumes of which have beenpublished by Whitston Publishing Company since 1971; world coverageis anticipated. The Parkers Delta have made tour research trips toAfrica (he co-directed a Phi England Kappa East Africa seminar),They have also done research in visited and have visited Eastern Europe,including the USSR. Parker schock in Peking, Shanghai. andHangchow, People's Republic of Delta China, in March of 1974, whileparticipating in the first Phi Kappa seminar and fieldstudy devoted to that country. Series Editor, Donald W. Koh nson No VSTil What Can We Learn From the Schools of China? By Itaok lin Parker .Library of Congress Catalog Card Number: 76-57303 ISBN 0 87367-089-2 Copyright 1977 hy-The Phi Delta Kappa Educational Foundation. Bloomington, Indiana TABLE-)OF CONTENTS Maoist Education Common Strands in Divergent Cultures 7 Preschool Through Secondary 9 Higher Education 12 Maoist ideology and the CulturalRevolution 15 The Youth React 32 China's "Can Do" Attitude 35 A Hothouse of Revolution 38 41 Appendix Brief Facts Brii History 42 45 School Summary Mao Taks About Education 46 Maoist Education Why the tormoil(in Mainland Chind after Mao 's death?Moderate Hua Kuo-feng, who succeeded Mao Tse-tung(1093--1976) as Chinese C,ammunist Partyr hairalh111, Was ppOsed by radicals, headed by Chiang Ching, Mao'', fourth wile. To solidify their dom- inant position, HIM and the army-backed moderates vilified Chiang Ching and other radical leaders and launchedcampaign lo purge them, What JO rdlliC,Ibt dna 1114<lei,if W,Int?hh,<, b education af- fected? Radicals feel 101 the Chinese revolution isnot over, that its Orpose of freeing the peasant/worker (MISS Irpm elite rule isnotyet fulfilled, that mandarin'-type education subverts the rievolution,that Chinese communist leaders now and in the future Mustbe fervent revolutionaries, singlemindedly antiOass, anticapiialist, anti-elite, antirevisionist. Moderates say that With the political revolutiobover, Chinese communisrii must now launch a revolution of economic develop-, ment to give the peasant/worker fildsses a better li1and to make China a world power. To meet this goal, moderatessay China must select students with the ability to become engineers, technicians, and other kinds of professionals and skilled workers.RadicalS insist that such selection is a return to elitism, is antirevolutionary,that devotion to ideology alone will keep Chinaon a pure Communist path, To understand this continuing conflict between radical "reds" and moderate "expeilS" (to use quick identifying tags), iheirclashes must be examined as they occur in a historical context. What Was Mao's role in this conflict? Maoanarchist,Commu- nist, warrior, scholar, strategist, nationalistin oldage played off 5 4 6 radic al against moderate and held ultra-extremists in chec k. While purging so-called "c apitalist loaders.- his long viewencouraged the law premier Chilli rt. (18)8.1976) to make China an economi- c ally viable worlil power. Why study Chinese sc hoc)1,,? Aro tv)t imr vdOlv ..operior? can we possitily Iomirvm Chioese PthR.111.(M?'ll the meastire of success is educating more children'Iorlonger periods in nice!' schools for higher-paying jobs, the United Statusleads China, Con- sider other reasons tor studying China'sschools; First, one always 1;,arns from another srhool system, both from good and bad examples. The value of stir h a study isthat one sees ()He'," (1s.S(fl sch(mIs better when they are c umparedwith schools in another colintrymothir culture, anothervalue system, another way of life, Second, Chinaofficially the People's Repuhlicof Chinahas gone t tqough the nmstprofound revolutions in history, culminating in Mao's Communist victory in 1949and the Cultural Revolution of 1966-69. These have produced a couniry claiming tobe the purest of Communist states, more put e than even the USSR. Third, Maoists claim that through) education theyhave engaged .the people in their countrithe most populousin the world--in an allpervasive "serve the o'eople" campaign, diiunprecedented ex- periment in social altruism aimed at ihe veritableremaking of human nature. Fourth, China, now one of the world's mostrapidly developing countries, has through its schools ,mdother agencies: fed, housed, and clothed more than NOmillion people, al- though only 11".. of its land is arable; exploded more than .dozen nuclear devices; produced jets, submarines, tanks, missiles, and other weapons, along with calS, trucks, and-big .farm equipment; -:--built bridges, railromis, and industrial complexes m some ofthe world's most difficult terrain; given sizable and growing economic al0 to otherdeveloping counicies, thus becomingI model for theThird World. Finally, in modernizing and humanizing theworld's oldest and once most downtroddenpeople, China' is experimenting with school goals,.teaching P2chniques, andchange'comparable to our own. 7 Common Strands in Divergent Cultures What educational tochniqlies, innovdtiow. Ameri- (-dos ond chines(' 11,0:,e ityrummon? 'Files(' four at least: First, educoting the disadvantaged. Critics say that We in the United Stau, do not really educate our poor, despite huge spending dnd massive effort. Chino, datiping somesuccess, has given prefer- ence in school. work, and leadership posts to the children of pea- sants, workers,and soldiers--those historically excluded from the good things of life. Second, shortening and enriching the school years. In the United States we are noW cutting backafter a century andmore of extending educatio.n through high school and for smeralyears send- ing about 50"0 of our high
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